When we talk about classroom management, we often lean on theory but forget the practical steps you can take. One of the best things you can do for your classroom, is learn how to physically set up your classroom for success. We asked Angela Isenberg to give us a few tips on how to properly set up your physical space to boost classroom management.
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One of the most challenging tasks for teachers is figuring out how to foster and manage independent work in the classroom. We asked education specialist, Angela Isenberg, to give us some of her quick tips for managing independent work and here’s what she gave us.
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Plenty of schools use behavior charts to track their students’ behavior. Behavior charts come in all shapes and sizes and are used primarily to motivate students to behave better while in class. At the core, the idea seems right: by tracking our students’ reactions throughout the day we encourage them to make better choices. But like many things, the idea works better than its practical applications.
Behavior charts can reinforce students who are already sociable and well behaved, but negatively affect those students who aren’t. Using charts in your classroom can affect students with a history of trauma, shame your students, and enforce strict obedience instead of actual change. Here are three big reasons why behavior charts aren’t effective.
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The hardest part of starting any new school year, or even a new semester is setting up effective and efficient classroom rules. Classroom management can be difficult, because what works for one group of students isn’t going to work for the next. We asked Albert Felts to break down for us his process for setting up effective and efficient classroom rules and this is what he gave us:
I always think of classroom rules as the hill I want to die on. What that means, my rules need to be so consistently enforce, that the world stops when there’s a rule violation. If they’re not consistently enforced, then it’s not a helpful tool for students to navigate how we want our classrooms to run.
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We asked our education specialist, Amy Fanetti to give us a little bit of insight on how to write great functional behavioral assessments and behavior intervention plans. For newbies to the behavior world, functional behavioral assessments and behavior intervention plans are critical documents that guide us as we deal with behavior on a campus or in the classroom.
Functional behavioral assessments help us understand the purpose or reason for behaviors displayed by our students due to a variety of factors. Through interviews, data collection, and more, we come to understand why a specific student might be exhibiting a behavior, therefore helping us plan for the future.
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We’re featuring a special guest post from our friends and super-smart co-workers, the Strategic Instruction Team. In it they break down Dr. Peter DeWitt’s four types of leadership, helping you identify which type you are.
As we look towards the fast-approaching New Year, we’re focusing on building stronger, more collaborative leaders. Your PBIS teams or your school behavior teams are strengthened or hindered by their leadership. It’s unfortunate, but it’s true: teams are stronger when everyone’s working together.
On our team (the Strategic Instruction Team at Region 13), we’ve been thinking a lot about leadership types and collaboration. Personally, we’ve always been strong proponents of collaboration in leadership roles. We believe everyone works best when leaders work with everyone, not just dictate what needs to be done in a classroom. We’ve been so inspired by Dr. DeWitt’s work that we’ve even invited him to present to us here at Region 13 on March 6th.
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Our Behavior team at the Education Service Center, Region 13 is pleased to announce we’re officially accepting applications for Cohort 12 of the Behavior Coach Endorsement Program! The endorsement program is an intensive, 240 hours of training for administrators, counselors, teachers, and paraprofessionals who wish to become a behavior specialist.
This program focuses on a multi-tiered system of behavior supports, as we spend the 240 hours training you in the following topics:
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Shame is a big component of our daily lives, whether it’s warranted or not. Shame can be a confusing concept for some to grasp. Donald Nathanson, former director of the Silvan S. Tomkins Institute, explained shame as a “critical regulator of human social behavior” and Silvan S. Tomkins defined it as “occurring any time that our experience of the positive…is interrupted.” In both of these cases, shame plays a vital role in our behaviors. That’s why, Nathanson developed “The Compass of Shame” to help better understand the many ways that people react when they feel shame. We can use the Compass of Shame in our Restorative Discipline processes.
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It’s hard for us to master self-compassion. We’re constantly being told that we’re not good enough and that we need to change. Whether we’re in line at the grocery store, listening to the radio, browsing around on facebook, snapchat, instagram, or twitter, there are always sources telling us to change. We’re bombarded by advertisements telling us the best hair styles, how to lose weight, wear the right clothes, change this, and fix that.
Now think about how many sources tell us we’re fine just the way we are? Maybe a few songs, a comment or two from our partners and friends, a few body positivity articles, but it’s never enough. Generally speaking, we’re left on our own to make ourselves feel good enough. And that can be tough.
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Good educators know that each and every day is a new experience for your students, and a new chance to build relationships. Just like in their academic work, students need consistency and regular routines to help them build their emotions, social skills, and community building skills. Behavior Check-Ins are a great way to help this process.
A Behavior Check-In is a super simple process that has positive effects on your students’ social emotional skills. It provides students with the chance to take an “emotional inventory” of their day so far and share it with the group.
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